Unnes Journal of Mathematics Education
https://journal.unnes.ac.id/sju/ujme
<p>Dear potential author,<br>Starting in 2024, to be better secure from various unwanted things, including journal hacking and so on, by the UNNES Journal Center, Unnes Journal of Mathematics Education (UJME) Homepage was moved to a new home. <br>To submit a manuscript, the author, please visit the UJME's new home address at <strong>https://journal.unnes.ac.id/journals/ujme/index</strong> --- click <a href="https://journal.unnes.ac.id/journals/ujme/index">here</a></p> <p><strong><em>MIGRATION OFFICIAL STATEMENT <a href="https://drive.google.com/drive/folders/1980A0R8NA3En1577jOx6NI3mWJxsNawB?usp=sharing" target="_blank" rel="noopener">HERE</a></em></strong></p> <p>Unnes Journal of Mathematics Education is a peer-reviewed open access journal published <strong>thrice</strong> in a year (<strong>March,</strong> <strong>August and November</strong>). The UJME facilitates a forum for researchers and professional on mathematics education to discuss their ideas in an online (e-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1436860059&1&&">2460-5840</a>) and a printed (p-ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333548379&1&&">2252-6927</a>) version.</p> <p>This journal has been indexed and abstracted in <a href="http://sinta.kemdikbud.go.id/journals/detail?id=4336">Sinta (Grade 3)</a>, <a href="https://doaj.org/toc/2252-6927">DOAJ</a>, <a href="https://garuda.kemdikbud.go.id/journal/view/24073">GARUDA</a>, <a href="https://scholar.google.co.id/citations?user=bvU7AbEAAAAJ">Google Scholar</a>, <a href="https://www.base-search.net/Search/Results?type=all&lookfor=unnes+journal+of+mathematics+education+department+of+mathematics&ling=1&oaboost=1&name=&thes=&refid=dcresen&newsearch=1">BASE (Bielefeld Academic Search Engine)</a>, and <a href="https://academic.microsoft.com/#/detail/2737498631">Microsoft Academic Search</a>.</p> <p>Unnes Journal of Mathematics Education (UJME) publishes research issues on mathematics education. The UJME processes manuscripts resulted from a research in mathematics education scope, which includes, but is not limited to the topics of <strong>didactic development research (DDR), research and development (RnD)</strong> <strong>in mathematics education</strong>, <strong>ethnomathematics in mathematics education</strong>, <strong>realistic mathematics education</strong>,<strong> systematic reviews, meta-analyses, psychology of mathematics education</strong> and <strong>technology in mathematical instruction</strong>. The manuscript must be <strong>original research</strong>, written in <strong>English</strong>, and not be simultaneously submitted to <strong>another journal</strong> or <strong>conference.</strong></p> <p>The submitted manuscripts will be initially reviewed by editors. If the editors decide to accept the manuscripts, it then be evaluated by a reviewers through the <strong>blind review</strong> process. This process tends to keep the quality of the manuscripts which is published by UJME.</p> <p><strong>DOAI Address</strong><strong><br> </strong>The UJME has DOAI address: <a href="https://doi.org/10.15294/ujme">https://doi.org/10.15294/ujme</a></p> <p><strong>Before Submission</strong><strong><br> </strong>Author should write their manuscript using the <strong><a href="https://drive.google.com/file/d/1TFe47c-ihfTq-noANr9hiuzJr7Iwmp4Y/view?usp=sharing">UJME template</a> </strong>following the <a href="https://journal.unnes.ac.id/sju/index.php/ujme/authorguidelines?">author guidelines</a>. We suggest the author to use reference manager, Mendeley or Endnote to name but a few. Any manuscript which is not suitable for the author guidelines or written in a different format will be immediately rejected. The only manuscript which meets the UJME format will be processed further.</p> <p><strong>Online Submissions</strong><strong><br> </strong>1. Already have a Username/Password for Unnes Journal of Mathematics Education? <strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/login">GO TO LOGIN</a><a href="http://journal.uad.ac.id/index.php/IJEME/login"> </a></strong><br> 2. Need a Username/Password? <strong><a href="https://journal.unnes.ac.id/sju/index.php/ujme/user/register">GO TO REGISTRATION</a></strong></p> <p>Registration and login are required to submit items online and to check the status of current submissions.</p>en-US[email protected] (Dr. Bambang Eko Susilo, M.Pd.)[email protected] (Hery Sutarto, S.Pd., M.Pd.)Thu, 30 Nov 2023 00:00:00 +0700OJS 3.1.1.2http://blogs.law.harvard.edu/tech/rss60How does student learn mathematics through traditional food? (a hypothetical learning trajectory)
https://journal.unnes.ac.id/sju/ujme/article/view/71337
<p>This study aimed to design a hypothetical learning trajectory for a two-dimensional figure area (quadrilateral and triangle) using the geometric shape of traditional food, <em>tempe mendoan</em> as a learning context. This research was qualitative research with data collection methods using literature studies, interviews, and documentation. The subjects in this study were seventh-grade junior high school students in SMP IT Nurul Fikri Bogor. The results of this study are in the form of a hypothetical learning trajectory design in learning the two-dimensional figure area through exploration of Banyumas food <em>tempe mendoan</em>, students measure each side of the rectangle from the shape of <em>tempe mendoan</em>, students divide the rectangle into square units as many as the results of each measurement side, students counts the number of unit squares that cover the rectangular area, the student finds the formula for the area of a square and a rectangle. Next, students divide one rectangle into two right triangles of equal size, students find the formula for the area of a triangle. Students attach the triangles to the provided two-dimensional figure shapes, students record the number of right triangles needed to cover each shape and find these relationships so that students can find area formulas for other shapes such as parallelograms, trapezoids, and rhombuses.</p>Luthfiana Tarida, Elly Anjarsari, Buaddin Hasan, Farida Esti Widayati
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https://journal.unnes.ac.id/sju/ujme/article/view/71337Wed, 25 Oct 2023 00:52:52 +0700The Effectiveness of the Liveworksheet Assisted Project Based Learning Model on Mathematical Literacy in View of Student Learning Motivation
https://journal.unnes.ac.id/sju/ujme/article/view/78880
<p>The mathematical literacy of students at SMP Negeri 26 Semarang is not yet optimal. This research aims to determine learning mastery, average student mathematical literacy, the influence of learning motivation on mathematical literacy, and describe students' mathematical literacy in terms of learning motivation in class using a project based learning model assisted by live worksheets. This research used a mixed-method explanatory sequential design. The quantitative method in this research used a true experimental design with a posttest-only control group design involving two groups as an experimental group and a control group.The population of this study was class VIII of SMP Negeri 26 Semarang. The sample for this research was class VIII-G as the experimental class and class VIII-E as the control class taken using simple random sampling techniques. The subjects of this research consisted of 2 students in each category of high, medium and low learning motivation who were selected using purposive sampling technique. The results of this research show that: (1) students' mathematical literacy in Project Based Learning with Liveworksheet assistance has reached the actual completion limit; (2) the average mathematical literacy of students in Project Based Learning assisted by Liveworksheets is better than the average mathematical literacy of students in Problem Based Learning; (3) There is an influence of learning motivation on students' mathematical literacy with a percentage of 42.8%; (4) Subjects with high learning motivation have high mathematical literacy abilities because they tend to be able to fulfill the three indicators well. Subjects with moderate learning motivation have moderate mathematical literacy abilities, because there are still indicators that have not been met properly. Subjects with low learning motivation have low mathematical literacy abilities, because they do not fulfill the three indicators well.</p>Novi Triningsih, Amidi Amidi
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https://journal.unnes.ac.id/sju/ujme/article/view/78880Thu, 30 Nov 2023 00:00:00 +0700Mathematical Representation Ability in Terms of Students’ Learning Independence in Project Based Learning Model Assisted by Google Sites
https://journal.unnes.ac.id/sju/ujme/article/view/78881
<p>The purposes of this study were to analyze the quality of learning mathematics in the Project Based Learning model assisted by Google Sites on mathematical representation ability, to analyze the effect of learning independence on mathematical representation ability, and to describe the mathematical representation ability in terms of learning independence in the Project Based Learning model assisted by Google Sites. The research used mixed method with sequential explanatory design. The population in this study were all grade VIII students of SMP N 22 Semarang in the 2022/2023 academic year. The sample selected in this study consisted of class VIII E as the experimental class and class VIII F as the control class. Data collection techniques used in this study were tests, questionnaires, observations, and interviews. The results of the study showed that: (1) mathematics learning with Project Based Learning model assisted by Google Sites is qualified in developing students' mathematical representation ability; (2) there is a positive effect of learning independent on mathematical representation ability in Project Based Learning model assisted by Google Sites; (3) the description of the mathematical representation ability in terms of learning independence is divided into 3 categories, namely (a) students with high learning independence are able to fulfill all indicators of mathematical representation ability; (b) students with moderate learning independence are quite able to fulfill indicators of mathematical representation ability; and (c) students with low learning independence tend to be able to fulfill indicators of mathematical representation. However, it is necessary to pay attention to students' mathematical representation abilities, one of which is that students with low learning independence should be given guidance in processing information to be able to represent problems well to facilitate better problem solving.</p>Inayah Wulandari, Isnarto Isnarto
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https://journal.unnes.ac.id/sju/ujme/article/view/78881Thu, 30 Nov 2023 00:00:00 +0700Students' Mathematical Problem Solving Ability in View of Learning Motivation Through the MURDER Learning Model Assisted by Animation Videos
https://journal.unnes.ac.id/sju/ujme/article/view/78882
<p>This research was carried out with the aim of analyzing the effectiveness of the MURDER learning model assisted by animated videos on students' mathematical problem solving abilities and describing mathematical problem solving abilities in terms of student learning motivation through the MURDER learning model assisted by animated videos. This research employed a mixed-method research approach with a sequential explanatory design model. The study population consisted of students from all Class VIII of SMP Negeri 6 Semarang for the academic year 2022/2023, comprising eight classes. The research sample was class VIII G, with 32 students, and class VIII F, with 32 students. The results of this research indicate that the MURDER learning model assisted by animated videos is effective for mathematical problem solving abilities. In addition, a description of students' mathematical problem solving abilities was obtained in terms of learning motivation. Students with high learning motivation meet all indicators of mathematical problem solving abilities. Students with moderate learning motivation tend to be able to meet the indicators of mathematical problem solving ability. Students with low learning motivation tend to be unable to meet indicators of mathematical problem solving ability.</p>Safana Aulia Faza, Kristina Wijayanti
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https://journal.unnes.ac.id/sju/ujme/article/view/78882Thu, 30 Nov 2023 00:00:00 +0700Students' Mathematical Problem-Solving Ability Based on Cognitive Style in Flipped Classroom Learning Model Assisted by Sevima Edlink
https://journal.unnes.ac.id/sju/ujme/article/view/73017
<p><span data-preserver-spaces="true">This research aims were to (1) test the effectiveness of the Flipped Classroom learning model assisted by the Sevima Edlink on students' mathematical problem-solving </span><span data-preserver-spaces="true">abilities,</span><span data-preserver-spaces="true"> and (2) describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. This research was a mixed methods type of sequential explanatory design. </span><span data-preserver-spaces="true">Quantitative methods were used</span><span data-preserver-spaces="true"> to test the effectiveness of using the Flipped Classroom learning model on students' mathematical problem-solving </span><span data-preserver-spaces="true">abilities</span><span data-preserver-spaces="true"> </span><span data-preserver-spaces="true">while</span><span data-preserver-spaces="true"> </span><span data-preserver-spaces="true">qualitative methods were used</span><span data-preserver-spaces="true"> to describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. Data </span><span data-preserver-spaces="true">collection </span><span data-preserver-spaces="true">was carried out</span><span data-preserver-spaces="true"> using problem-solving ability tests, GEFT tests (cognitive style tests), and interviews. The population of this study were all class VIII students of SMP N 1 Pecangaan for the 2022/2023 school year. The samples used were students of class VIII E as the experimental group and class VIII G as the control group. The results of the research conducted showed that (1) the Flipped Classroom learning model was effective in increasing students' mathematical problem-solving abilities, (2) students' mathematical problem-solving abilities in terms of cognitive style were divided into two categories, namely FI (7) and FD (15). The FI category is divided into</span><span data-preserver-spaces="true"> 3 </span><span data-preserver-spaces="true">patterns of problem-solving abilities </span><span data-preserver-spaces="true">while</span><span data-preserver-spaces="true"> students with the FD category </span><span data-preserver-spaces="true">are divided</span><span data-preserver-spaces="true"> into</span><span data-preserver-spaces="true"> 5 </span><span data-preserver-spaces="true">patterns. </span></p>Siti Mukarromah, Iwan Junaedi
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https://journal.unnes.ac.id/sju/ujme/article/view/73017Thu, 30 Nov 2023 00:00:00 +0700Mathematical Critical Thinking Ability Viewed from Students' Habits of Mind in Problem Based Learning Assisted Sevima Edlink
https://journal.unnes.ac.id/sju/ujme/article/view/78957
<p>The purposes of carrying out this research were to determine the role of the model Problem Based Learning assisted Sevima Edlink and influence Habits of Mind on the mathematical critical thinking skills of class XI students at SMA Negeri 1 Karanganyar on the basic material of indeterminate integrals. Problem Based Learning assisted Sevima Edlink applied in the learning process in the classroom and integrated into learning resources in the form of student worksheets developed by researchers. Student worksheets developed by researchers have also integrated with contextual approaches and learning models Problem Based Learning with the content of the material and the problems associated with the daily life of students. The research method used in this research was a Mixed Method with models Sequential Explanatory (derivative combination). Activities in this study included learning in class three times for the experimental and control groups, tests of mathematical critical thinking skills for the experimental and control groups, filling out questionnaires for the experimental group, and interviews for the experimental group. The results of this research are Problem Based Learning assisted Sevima Edlink can play a positive role in improving students' mathematical critical thinking skills as shown from the test results and students' mathematical critical thinking skills are also influenced by Habits of Mind. From the research results obtained the learning model Problem Based Learning assisted Sevima Edlink can be one way to improve students' mathematical critical thinking skills. Besides that, it also needs to improve Habits of Mind students, because the higher Habits of Mind students can think critically mathematically will be higher.</p>Ita Zuliyanti, Endang Retno Winarti, Gilang Anjar Permatasari
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https://journal.unnes.ac.id/sju/ujme/article/view/78957Thu, 30 Nov 2023 00:00:00 +0700Effectiveness of Problem Based Learning Integrated STEAM on Students’ Mathematical Problem Solving Ability
https://journal.unnes.ac.id/sju/ujme/article/view/78959
<p>This study aims to determine the effectiveness of the Problem Based Learning (PBL) integrated STEAM on students' mathematical problem solving abilities. The population in this study were students of class VIII in Junior High School 1 Pringapus. The sample in this study were students of class VIII B as the experimental group and class VIII A as the control group. The sampling technique in the quantitative method in this study used a simple random sampling technique. The data collection technique used in this study was a test technique to obtain data on students' mathematical problem solving abilities. Based on the results of the study, it can be concluded that: (1) the average test results for students' mathematical problem solving abilities using the PBL integrated STEAM achieve individual completeness of 75; (2) the proportion of students' mathematical problem solving ability test results using the PBL integrated STEAM achieves 85% classical completeness; (3) the average test results for students' mathematical problem solving abilities with the PBL integrated STEAM are more than the average test results for students' mathematical problem solving abilities with the PBL; (4) the completeness proportion of students' mathematical problem solving ability test results using the PBL integrated STEAM is more than the completeness proportion of students' mathematical problem solving ability test results using the PBL. So, it can be concluded that the PBL integrated STEAM is more effective than the PBL.</p>Abdul Mu'iz Rahmatjati, Adi Satrio Ardiansyah, Rochmad Rochmad
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https://journal.unnes.ac.id/sju/ujme/article/view/78959Thu, 30 Nov 2023 00:00:00 +0700Mathematical Connection Ability Viewed from Self Efficacy in CONINCON Learning Model with Ethnomathematics Nuances
https://journal.unnes.ac.id/sju/ujme/article/view/78958
<p>This study aims to (1) find out whether the proportion of students with mathematical connection abilities ≥ minimum criteria of mastery learning in CONINCON learning model with ethnomathematics nuances was more than the learning completeness limit, namely 75%; (2) find out whether students' mathematical connection abilities through CONINCON learning model with ethnomathematics nuances were better than students' connection abilities with Problem Based Learning model; (3) find out whether students' self efficacy influences mathematical connection abilities; (4) describe mathematical connection abilities through CONINCON learning model with ethnomathematics nuances viewed from students' self efficacy. The method used was a mixed method with a sequential explanatory design. In this research, 6 research subjects were taken based on the category of self efficacy in experimental group. Research results show that (1) proportion of students with mathematical connection abilities ≥ minimum criteria of mastery learning in CONINCON learning model with ethnomathematics nuances was more than the learning completeness limit, namely 75%; (2) students' mathematical connection abilities in CONINCON learning model with ethnomathematics nuances were better than students' connection abilities in Problem Based Learning model; (3) students' self efficacy has a significant influence on mathematical connection abilities of 68.7%; (4) description of students' mathematical connection abilities with categories : (a) high category of self efficacy are able to fullfill all indicators of mathematical connection abilities; (b) medium category of self efficacy can fulfill two indicators and less able to fullfill two indicators; (c) low category of self efficacy only fulfill an indicator.</p>Rizza Fahira Valenia, Zaenuri Zaenuri
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https://journal.unnes.ac.id/sju/ujme/article/view/78958Thu, 30 Nov 2023 00:00:00 +0700Effectiveness of Jigsaw Type Cooperative Learning Model on Mathematical Problem Solving Ability Viewed from Student Learning Motivation
https://journal.unnes.ac.id/sju/ujme/article/view/78963
<p>Mathematical problem-solving skills are one of the main things in learning mathematics and must be developed in students. One of the learning models that is effective and considered capable of improving and improving mathematical problem-solving skills is the jigsaw-type cooperative learning model. This study aims to determine the effectiveness of the jigsaw-type cooperative learning model on mathematical problem-solving ability, analyze the influence of learning motivation on students' mathematical problem-solving ability on the jigsaw-type cooperative learning model, and describe mathematical problem-solving ability in terms of learning motivation in the jigsaw-type cooperative learning model. This study used mixed methods with a sequential explanatory design. The population of this study was all grade VII students of SMP N 1 Tambakromo for the 2021/2022 School Year. This research sample was obtained using a class random technique, namely class VII C students as an experimental group and class VII A students as a control group. There were 6 qualitative subjects drawn from the experimental group, namely 2 students with high learning motivation, 2 students with moderate learning motivation, and 2 students with low learning motivation. The results showed that (1) The jigsaw-type cooperative learning model is effective on students' mathematical problem-solving abilities; (2) There was a positive influence of student learning motivation on mathematical problem-solving ability in the jigsaw-type cooperative learning model of 48.4%; and (3) students with high learning motivation have high problem-solving ability, students with moderate learning motivation have moderate problem-solving ability, while students with low learning motivation.</p>Rina Rahmawati, Emi Pujiastuti
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https://journal.unnes.ac.id/sju/ujme/article/view/78963Thu, 30 Nov 2023 00:00:00 +0700An Experimental Study: Creative Problem-Solving Learning Model with Kebumen Tourism Realistic Approach to Improve Numerical Literacy toward 8th-Grade Students
https://journal.unnes.ac.id/sju/ujme/article/view/78977
<p>The preliminary study found that students who reached the minimum competency limit of numerical literacy in <em>Asesmen Kompetensi Minimum</em> (AKM) 2021 were less than 50% and below the average value. Thus, this research aimed to determine whether the Creative Problem-Solving (CPS) learning model with Kebumen tourism realistic approach can improve numerical literacy. This research used a quantitative approach which was a quasi-experimental posttest-only design. The population studied was 243 8th-grade students of SMP Negeri 2 Kutowinangun in Kebumen for the academic year 2022/2023 with 2 classes as the sample which was obtained by random sampling. The instruments used were numerical literacy questions paper and the blueprint, answer key, and scoring guidelines. The conclusion was the CPS learning model with Kebumen tourism realistic approach was effective for increasing the numerical literacy of the population rather than the learning model applied by the class teacher. It was proved by these conditions: (1) students’ numerical literacy test mean value in the experimental group achieved individual learning mastery, (2) the proportion of students' numerical literacy test value in the experimental group achieved classical learning mastery, (3) the numerical literacy test mean value of the experimental group is better than the numerical literacy test mean value of the control group.</p>Anifa Mirza Liadiani, Scolastika Mariani
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https://journal.unnes.ac.id/sju/ujme/article/view/78977Thu, 30 Nov 2023 00:00:00 +0700